20 TIME TRAVEL
214-221
Présentation de l’unité
Cette unité invite les élèves à découvrir les théories physiques
sur lesquelles repose le voyage dans le temps, une notion cultu-
rellement ancrée dans le monde anglo-saxon à travers la littéra-
ture fantastique et de science-fiction. Les histoires de voyage
dans le temps remontent au XVIIIe siècle. Vous trouverez ci-après
une sélection de quelques auteurs et leur œuvre :
– Memoirs of the Twentieth Century (Samuel Madden, 1733)
– A Christmas Carol (Charles Dickens, 1843)
– The Clock that Went Backward (Edward P. Mitchell, 1881.
It was the first story to imagine a time machine)
– A Connecticut Yankee in King Arthur’s Court (Mark Twain, 1889)
– Golf in the Year 2000 (J. McCullough, 1892)
– The Time Machine (H.G. Wells, 1895)
– Pebble in the Sky (Isaac Asimov, 1950)
– A Sound of Thunder (Ray Bradbury, 1952. Extrait p. 216-217
du manuel)
– Thrice upon a Time (James P. Hogan, 1980)
– The Outlanders Series (Diana Gabaldon, 1991 onwards)
– Making History (Stephen Fry, 1996)
– Harry Potter and the Prisoner of Azkaban (J.K. Rowling, 1999)
– Thief of Time (Terry Pratchett, 2001)
– 11/22/63 (Stephen King, 2011. Extrait p. 218-219 du manuel).
Ce thème original motivera les élèves, qui ont probablement
tous connaissance de la trilogie culte de Robert Zemeckis Back
to the Future (1985-1989). Parmi les films célèbres évoquant le
voyage dans le temps, on peut citer Terminator (James Cameron,
1984), Pleasantville (Gary Ross, 1998), The Time Traveler’s Wife
(Robert Schwentke, 2009), Men in Black 3 (Barry Sonnenfeld,
2012).
Cette unité invitera également les élèves à s’interroger sur les
implications éthiques et morales qu’un voyage dans le passé ou
dans l’avenir pourrait avoir, à travers des documents scientifiques
et littéraires qui vont élargir leurs connaissances sur ces deux
plans en découvrant, d’une part, des scientifiques américains qui
travaillent sur la physique quantique (page 215) et d’autre part,
9782210112803_HTR_LDP_257-302.indd 295
les auteurs américains Ray Bradbury et Stephen King. Le projet
final donnera l’occasion aux élèves d’exprimer toute leur créati-
vité et leur inventivité, tout en réactivant les notions apprises.
Une belle invitation au voyage temporel !
EXTRAIT DU PROGRAMME DE TRONC COMMUN (B.O.)
Axe 6 – « Innovations scientifiques et responsabilité »
Le progrès scientifique est à l’origine d’avancées très positives pour
l’humanité, mais donne également lieu à de nombreuses interro-
gations sur certains effets induits […]. La prise de conscience des
dangers éventuels liés à ces innovations scientifiques nourrit une
réflexion sur l’éthique du progrès dans une aire culturelle donnée.
Le savant est-il responsable des usages de ses découvertes ? Doit-il
s’impliquer dans la sphère publique pour peser sur les décisions
politiques ? Quelle marge de manœuvre possède le citoyen pour
faire entendre sa voix ? Comment les sociétés peuvent-elles prévenir
les dérives liées aux innovations technologiques ?
Mots-clés en lien avec l’unité : robots / transport /
conquête spatiale
EXTRAIT DU PROGRAMME DE LLCER
ANGLAIS, LITTÉRATURE (B.O.)
Thématique « Voyages, territoires, frontières »
Axe d’étude 1 : Exploration et aventure
Les arts offrent de multiples visions et illustrations de cet esprit
d’aventure et plus largement de l’exploration des grands espaces
(romans de James Fenimore Cooper ou de Jim Harrison ; films
de John Ford) […] ces différents éléments constituent un terreau
fertile pour les auteurs de science-fiction, qui aiment à transposer
dans d’autres lieux ou temps certaines valeurs et pratiques issues
du monde anglophone, avec plus ou moins de déformation (Dune
de Frank Herbert ; Avatar de James Cameron).
image d’ouverture
et BEFORE CLASS! 214
Présentation des documents
The big picture is a still taken from the NBC series Time-
less (2016). We see a woman coming out of a device.
She is Lucy Preston, a history professor, who, along with
a soldier and an engineer, travels through time to pre-
vent criminals from changing the course of history.
The video is the trailer for the film Back to the Future
directed by Robert Zemeckis (1985) starring Michael
J. Fox and Christopher Lloyd.
On pourra demander aux élèves de visionner la vidéo à la
maison en suivant le principe de la classe inversée, en flashant
le QR code ou en suivant ce lien :
https://www.youtube.com/watch?v=qvsgGtivCgs
Mise en œuvre et production possible
Projeter l’image et demander aux élèves de la décrire et de la
mettre en relation avec la bande-annonce du film Back to the
Future visionnée à la maison.
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 On pourra proposer aux élèves d’utiliser les structures de l’hy-
pothèse (May/Must be), de la comparaison (Whereas, Unlike,
Contrary to) et les mots de liaison afin de structurer leur propos
(first, then, eventually/finally).
The documents show us two different time machines: First, in
Back to the Future, Marty meets Doc who is presenting his new
invention to him: a Dolorean that he has turned into a time
machine whereas in Timeless, the device is a round-shaped
machine, which looks futuristic. Still, in both documents, time
travel is presented as a breakthrough. Doc is a mad scientist
who has invented a revolutionary machine. As for Marty, he is
totally amazed and is about to embark on a crazy adventure.
Contrary to/Unlike Doc, the woman does not look like a mad
scientist: she must be coming out of a time machine to explore
the past. She may finally be able to stop the criminals.
The Possibility
1
215
of Time Travel(ling)
1
215
A physicist’s opinion
Brian Green is an American physicist who popularised
string theory (quantum mechanics and relativity).
Mise en œuvre
A. et B. On pourra faire réfléchir les élèves à la problématique.
Cela permettra de voir si certains connaissent les théories
scientifiques.
Some scientists think time travel is not a crazy idea, that it might
be possible. Einstein showed that time travel to the future would
be possible.
On présentera ensuite Brian Green en insistant sur le terme
« physicist » (à différencier de physician/doctor) et projeter le
document vidéo trois fois. Les élèves peuvent travailler indivi-
duellement puis échanger leurs informations pour vérifier ce
qu’ils ont compris. On peut également proposer un travail plus
guidé en séparant la classe en trois parties, chaque partie
devant se focaliser sur l’un des thèmes. Les élèves s’échangent
ensuite les informations (variante : composer des groupes de
trois, chaque élève ayant un thème à traiter).
Script VIDEO N°36
Les passages en gras correspondent à ce que les élèves doivent
avoir compris.
Time travel is absolutely possible. And this is not some
sort of weird sci-fi thing that I’m talking about here. Albert
Einstein taught us more than 100 years ago that time
travel is possible if you’re focusing upon time travel to
the future. And I’m not referring to the silly thing that we
all age, right. We’re all going into the future. Sure, I’m
talking about if you wanted to leapfrog into the future, if
you wanted to see what the Earth will be like a million
years from now, Albert Einstein told us how to do that.
In fact he told us two ways of how to do it. You can build
a spaceship, go out into space near the speed of light,
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9782210112803_HTR_LDP_257-302.indd 296
turn around and come back. Imagine you go out for six
months and you turn around and you come back for six
months. You will be one year older. But he taught us that
your time is elapsing much slower than time back on
Earth. So when you step out of your ship you’re one
year older but Earth has gone through many, many
years. It can have gone through 10,000, 100,000 or a mil-
lion years depending on how close to the speed of light
you traveled. And he also taught us if you go and hang
out near the edge of a black hole, time again will elapse
more slowly for you at the edge of the black hole than
back on Earth. So you hang out there for a while, you
come back and again you get out of your ship and it will
be any number of years into the future, whatever you
want all depending on how close you got to the edge of
the black hole and how long you hung out there. That is
time travel to the future. Now of course what people
really want to know about is getting back. Can you travel
back to the past? I don’t think so. We don’t know for
sure. No one has given a definitive proof that you can’t
travel to the past. In fact, some very reputable scientists
have suggested ways that you might travel to the past.
But every time we look at the proposals in detail it seems
kind of clear that they’re right at the edge of the known
laws of physics. And most of us feel that when physics
progresses to a point that we understand things even
better, these proposals just will be ruled out, they won’t
work. But I guess I would say there’s a long shot possi-
bility based on what we know today that time travel to
the past might be possible. But most of us would not bet
our life on it.
Production possible :
According to Dr. Green, time travel to the future is possible if
you go round the Earth on a spaceship near the speed of light
and come back. It is also possible if you go near the edge of a
black hole, as time elapses more slowly for you, when you come
back, the Earth will have gone through many years! However,
time travel to the past does not seem possible even though it
is not absolutely certain.
2
All we need
215
is a time machine
Il s’agit d’une infographie scientifique qui représente un trou
de ver (wormhole) et la possibilité de voyager dans le futur.
Mise en œuvre et réponses aux questions
Projeter le document et le mettre en lien avec le titre (All we
need is a time machine). On peut poser la question suivante :
Where is the time machine? pour amener les élèves à identifier
le trou de ver et à lire le Cultural fact afin de comprendre ce
que c’est.
Puis les inviter dans un second temps à décrire l’infographie
avec leurs propres mots. Cela pourrait donner lieu à une acti-
vité de médiation. Certains élèves trouveront en effet le schéma
difficile à décrypter.
On proposera aux élèves ayant un profil plus scientifique de
l’expliquer aux autres.
Pour la question B, on demandera aux élèves de débattre en
utilisant les structures de l’opinion, de l’accord et du désaccord
(Agree /Disagree with sb about sth, In my opinion…, I have the
feeling that…, As far as I am concerned, I feel that…, To me…).
22/09/2020 12:46
 A. Theoretically, if you go near a wormhole, which can be con-
sidered as a parallel universe, you have the possibility to time
travel: as space-time is curved, going through the wormhole
would take you to the future. It is like a shortcut to the future!
It looks like a tunnel that allows you to travel to another dimen-
sion, from the present to the future.
Remarque : Cette partie pourrait faire l’objet d’un projet inter-
disciplinaire entre l’anglais et les sciences physiques, afin de
travailler plus en profondeur les questions scientifiques.
B. Have your say.
→ Time travel is like science fiction to me, even though it is
possible to travel to the future according to famous physicists
such as Stephen Hawking and Brian Green. As far as I am con-
cerned, I am not sure that building a spaceship that could reach
the speed of light is likely to happen in the next decades. I really
don’t think that time travel will be possible anytime soon!
→ I disagree/don’t agree with you: I do believe in time travel.
It is based on scientific research, it is not just science fiction
anymore. As Einstein demonstrated, we could time travel to
the future because of the way time elapses and our ability to
reach the speed of light. I strongly think we will do it one day
because not all the laws of physics have been discovered yet.
I have the feeling that we are getting close to a major break-
through in the years to come.
216-217 2 Rules for Time Travellers
Cette double page invite les élèves à découvrir l’univers de Ray
Bradbury et à s’interroger sur les règles qui pourraient régir le
voyage dans le temps.
1
216
A sound of Thunder
Présentation du document
Ray Bradbury (1920-2012) was a famous American
writer who wrote science fiction, poetic short stories and
novels, among which Fahrenheit 451 or The Martian
Chronicles. A Sound of Thunder was first published in
the science-fiction weekly magazine Collier’s in 1952.
9782210112803_HTR_LDP_257-302.indd 297
Mise en œuvre et réponses aux questions
On peut demander aux élèves de travailler chacun sur une image
et de la décrire à son partenaire, puis de les comparer. On peut
aussi les projeter consécutivement et demander aux élèves de
réagir. Les élèves pourront ainsi imaginer un scénario corres-
pondant à ces deux images en supposant ce qui a pu se passer
entre-temps.
A. The short story is illustrated by two drawings. In the first one
(on the left page), a dinosaur seems to be threatening a man
who is running on a track, in the wild. The dinosaur is surrounded
by exotic plants and high trees that look like palm trees. In the
other image (on the right page), three astronauts seem to have
killed the dinosaur, we can suppose they came from another
time or planet and came here to explore or hunt the animal.
As we know there were no human beings when dinosaurs lived,
we know this is science-fiction. The atmosphere is mysterious /
eery and even frightening in the first picture.
B. Les élèves peuvent émettre des hypothèses à deux ou indi-
viduellement (les inviter ensuite à participer et comparer les
hypothèses).
DIFFÉRENCIATION
On peut demander aux élèves plus en difficulté de se concen-
trer sur des passages précis du texte pour répondre (lignes
21-35 pour les questions B et C / puis la deuxième partie).
The story takes place in 2055. It may be about time travellers
who go back to the time of dinosaurs. After reading the intro-
duction, we understand that these travellers are rich/wealthy
people who can afford a time-travelling adventure to hunt extinct
animals.
C. Travis explains to Eckels, a hunter taking part in a time safari,
how complicated and dangerous his activity is: the government
does not approve of their company as they do not belong in
the past. They should not be there. Therefore they had to nego-
tiate to maintain their activity (probably by bribing politicians).
They built a metal path to keep the hunters safe and prevent
them from touching anything. The Time Safari company was set
up to make money out of a rather unethical and immoral busi-
ness.
D. Travis explains that it is forbidden to touch anything, to step
off the path and to shoot animals they did not plan to hunt. It is
essential that they comply with the rules, because of the conse-
quences it could have on the future if they do not respect what
they are told. It could trigger a chain reaction, a sequence of
unexpected events. This is the illustration of “the butterfly
effect”: the killing of one mouse could end up annihilating a
whole generation of beings and changing the course of history.
E. Have your say.
Les élèves pourront travailler en groupe. Chacun donne son
avis puis chaque groupe explique ce qu’il pense. Une solution
alternative serait d’imaginer une discussion de classe où les
élèves s’exprimeront librement. Les expressions de l’opinion,
de l’accord et du désaccord, seront travaillées à cette occasion.
→ As far as I am concerned, I think Eckels will comply with the
rules because he knows that if he does not obey, he will cause
trouble, which might change the course of history.
→ I agree with you about what Eckels will do in such circum-
stances. Indeed, he is aware that everyone has to conform to
what they were told if they want to keep safe and enjoy the
experience. He is convinced that everyone should be respect-
ful of the animals.
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 → As for me, I disagree with you. I don’t think Eckels will follow
the rules and be respectful because he keeps on asking ques-
tions, so he is doubtful about their importance and does not
seem to understand how crucial they are. Even if he is forbidden
to go off the path, he does not seem to be realising that he can
cause a chain of reactions.
F. Go further.
Ce travail peut être fait individuellement ou en pairwork. Les
élèves peuvent d’abord s’exprimer à l’oral et donner leur hypo-
thèse sur ce qu’il s’est passé. Les inviter ensuite à écrire la fin
de l’histoire en insistant sur l’emploi du prétérit.
Production orale : I think Eckels won’t comply with the rules:
he will probably go off the path, touch something or even kill
an animal they didn’t okay/allow him to kill, which will have a
major impact on their future when they come back. The world
may then be totally different from what it was when they left.
Law #3 They are forbidden to time travel to make money.
– If they make a business out of time travelling, ill-intentioned
people may take advantage of the situation, which would
probably alter the course of history.
Law #4 They are not allowed to time travel for their personal
interests.
– Scientists are selfless people who carry out experiments for
the greater good.
Law #5 They are forbidden to change anything or interfere
with anyone to prevent altering the future or the past.
– Their mission aims to explore other eras, not change them,
however tempting it may look.

Production écrite : Eckels started running when he got off the

218-219 3 Improving the Past
spaceship. He was following the path when he suddenly
stopped. He had never imagined he would have the chance to
see this creature one day. A giant dinosaur was standing in the
distance. He was also staring at this strange animal he had never
seen before. Eckels felt both terrified and amazed. He decided
not to wait for Travis and his companions and started walking
in the direction of the beast. He was so excited that he fell off
the path and squashed a lily. A few minutes later, the other time
travellers joined him and told him to hurry. The dinosaur was
looking at them aggressively. Eckels stood up, grabbed his rifle
and shot. The other men shot several times too. In a minute,
the ancient creature was lying down upon a bed of wild flowers.

2 The five laws

of time travel
217

Mise en œuvre
Cette activité est propice au travail en groupe. On pourra laisser
les élèves former des groupes ou leur suggérer des associa-
1 November 22, 1963
218

tions. Insister sur l’utilisation de la boite Help!, les structures

de l’obligation.
Chaque groupe peut ensuite présenter son travail à la classe
en scénarisant de façon à ce que la présentation des « Five
Laws of Time Travel » soit donnée par un scientifique qui aver-
tirait des dangers et des conséquences du non-respect de ces
lois. Noter les meilleures idées et/ou celles qui reviennent.
Les élèves peuvent présenter leurs règles et expliquer leur choix
en utilisant des mots de liaison et les expressions du but tels
que insofar as, in order to, so as to… Les expressions de la
cause et de la conséquence, et les structures en « If » seront
également travaillées à cette occasion.
Production possible :
Stephen King (born in 1947) is a very popular American
novelist and short-story writer who revived the genre of
horror fiction. 11/22/63 is a science-fiction novel pub-
lished in 2011. It is about a man who time travels into the
past to prevent J.F. Kennedy’s assassination. A series
adapted from the book was released in 2016.
Mise en œuvre
Projeter la couverture du roman puis demander aux élèves de
la décrire (question A). Pour la question B, ils peuvent effectuer
la recherche sur leur téléphone en classe ou à la maison.

2. They are not allowed to time travel for their personal interest
insofar as they are scientists who are devoted to scientific
research, willing to explore the periods of time in order to carry
out a specific experiment.
Law #1 Time travellers are expected to respect the five rules
of time travelling at all times!
– If they do not comply with the rules, they will be severely
punished / they will change the course of history.
Law #2 They must travel for an ethical and scientific purpose
only.
– Time travellers are expected to be respectful of the code of
ethics, so their goal should always be ethical.
On pourra donner les liens suivants aux élèves pour les guider
dans leurs recherches :
More about President Kennedy on:
www.whitehouse.gov/about-the-white-house/presidents/
john-f-kennedy/
www.whitehousehistory.org/bios/john-kennedy
www.jfklibrary.org/learn/about-jfk/jfk-in-history/
november-22-1963-death-of-the-president
http://www.history.com/topics/us-presidents/
jfk-assassination

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 On pourra également fournir les informations suivantes aux
élèves après leurs recherches :
John Fitzgerald Kennedy (29 May, 1917 - 22 November,
1963), also known as JFK, was the 35 th President of the
United States from January 1961 until his assassination
on 22 November, 1963, in Dallas, Texas. While riding in
a presidential motorcade with his wife Jacqueline
(known as Jackie), he was fatally shot by former U.S.
Marine Lee Harvey Oswald, who fired from a nearby
building. After a 10-month investigation, the Warren
commission concluded that Oswald had acted entirely
alone. A later investigation agreed that the president’s
death had been caused by Oswald’s three rifle shots,
but they also concluded that Oswald was part of a cons-
piracy as they revealed the high probability that two
gunmen fired at the President. However, President
Kennedy’s assassination is still the subject of widespread
debate and still today remains mysterious.
Pour les questions suivantes, les élèves peuvent travailler indi-
viduellement ou en binômes, selon leur autonomie / niveau.
On peut également mettre en place un travail plus guidé : en
binôme, chaque élève travaille sur un personnage et ses argu-
ments, puis échange les informations avec son binôme (ques-
tion C).
Réponses aux questions
A. The book cover is composed of an extract from an authentic
newspaper which covered JFK’s assassination on 22 November
1963. In the aftermath of his death, Vice-President Lyndon Baines
Johnson (LBJ) became president. The back cover, on the con-
trary, shows an article from the Daily News about an altered
reality: “JFK’s murder did not occur.” He is safe. So is his wife.
B. Une mise en œuvre possible serait de demander aux élèves
de présenter leur réponse sous la forme d’un bulletin d’actua-
lité / un flash d’un journaliste qui annonce la mort du président
Kennedy à la télé.
On pourra fournir aux élèves les enregistrements ci-dessous en
amont de façon à ce qu’ils puissent prendre connaissance de
documents historiques modélisants avant d’accomplir leur mini
tâche de production orale en continu.
CBS News anchor Walter Cronkite announces the death
of President Kennedy on 22 November 1963:
www.youtube.com/watch?v=6PXORQE5-CY
Walter Cronkite speaks on NPR News on 22 Nov. 2003,
40 years after JFK’s assassination:
www.npr.org/transcripts/246628793?t=1586271368320
www.npr.org/2013/11/22/246628793/
walter-cronkite-on-the-assassination-of-john-f-
kennedy?t=1586271565354
→ Good evening, we are very sad to announce the death of
President Kennedy who was assassinated yesterday in Dallas,
Texas during a presidential campaign visit. The murderer, whose
name is Lee Harvey Oswald seems to have acted alone. We
know that he was a former US marine and the case is under
investigation as we speak. He fired three times from a building.
Fortunately, his wife is safe. Our thoughts are with her and her
children now. This is a terrible loss for America.
9782210112803_HTR_LDP_257-302.indd 299
C. On invitera les élèves à utiliser les expressions de l’oppo-
sition (Whereas, Unlike, etc.).
→ Jake and Al do not really agree/share the same point of view:
while Al is optimistic and thinks that Jake can rewrite history,
Jake is doubtful/uncertain and thinks there could be negative
consequences.
Unlike Jake, Al is hopeful, because according to him, if some-
thing goes wrong, Jake can start again and go back to the past.
He believes the butterfly effect can end up changing the course
of history in a positive way whereas Jake worries about the
impact of his actions.
D. Al is strongly convinced that, by avoiding JFK’s assassination,
the whole chain of history would be altered: Robert Kennedy
and Martin Luther King Jr. would not have been murdered and
the Vietnam War would have been avoided, preventing millions
of deaths.
The last sentence means that if things go wrong, Jake can always
go back and undo/erase what he did.
E. Class debate. Mise en œuvre : Les élèves peuvent débattre
en petits groupes de 4 ou 5 si leur nombre et leur niveau le
permettent (chaque élève peut jouer un rôle précis : le « savant
fou » prêt à tout, le scientifique modéré attaché aux règles, un
physicien, un auteur de science-fiction, un journaliste). Dans ce
cas, l’enseignant(e) passe dans les groupes pour vérifier qu’ils
s’expriment en anglais et pour les guider, chaque groupe fai-
sant ensuite un résumé des arguments apportés.
On peut aussi envisager de séparer la classe en deux, pour un
groupe classe d’une vingtaine d’élèves, en imaginant un « pour
ou contre » (en laissant un temps de préparation de 5 à 10
minutes), ou de façon plus informelle, en laissant libre cours à
la parole.
On encouragera les élèves à utiliser les boites Help! de cette
double page ainsi que celles de l’unité, les structures de la
causalité, celles du but et les if clauses.
On proposera aux élèves d’utiliser les structures du débat argu-
menté (agree/disagree, even if/contrary to, in spite of/despite
+ N) et des adverbes (strongly, definitely, undoubtedly…).
Le champ lexical du débat pourra être travaillé en amont en
renvoyant les élèves à la page 190 du manuel (« Debating »).
Production possible :
→ “Should we be allowed to change history?...” Well, it is tempt-
ing to answer “Yes” insofar as terrible things could be prevented
and if time travel were possible, we would have the possibility
to make the world a better place by rewriting history. But, as
mentioned by Doc in Back to the Future, if the time machine
fell into wrong hands, it could be catastrophic. So, changing
history thanks to this groundbreaking invention would raise
ethical issues. I believe we should not try to change anything
because of the butterfly effect. Despite the apparent positive
effects such an invention could have, I agree with Travis: the
most insignificant action could cause/trigger an unpredictable
sequence of events.
→ I don’t share your point of view. Even if I understand it, I am
strongly convinced that if we had such a possibility, it would be
criminal not to try to change our world. It is the role of scientists
to go beyond limits in spite of all the unknown side effects. The
greatest discoveries were made this way! So, contrary to/unlike
you, I think that if a machine could take us back before the First
World War, for instance, we should not hesitate and go on this
adventure to alter history. If we can avoid a war and deaths,
it is worth the try and definitely ethical! Wouldn’t it be great if
we were remembered as those who made/rewrote history by
changing it?
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 → I think we should definitely try to change the course of his- Critères Non En cours
tory to improve the world. If time travel were possible, we could Acquis
d’évaluation POC PE acquis d’acquisition
prevent world wars and warn people against the rise of totali-
tarianism. This would have major consequences on our present L’élève respecte bien le
and society, which would end up being far more positive and format de la présentation
(Production orale ou écrite)
egalitarian. It might sound utopian but men have always
improved their world because they had dreams and believed L’élève donne son point de
in them. vue et argumente de façon
étayée.

L’élève illustre ses propos

your project 219 à l’aide d’exemples précis.

La langue riche lexicalement

et syntaxiquement permet
YOUR PROJECT #1 les nuances.

Participate in a competition to build a time-machine. La prononciation est correcte

et rythmée.
Groupwork. You are scientists who will build a time machine
thanks to an international grant and competition. The best L’élève ne lit pas ses notes
project will be designed and developed. et la présentation est fluide.
Present your project to the jury: Voir aussi les grilles d’évaluation critériée adossée au CECRL
– describe your time machine (name, size, shape, techno- (A1 → C1), p. 398-399 de ce Fichier.
logy…) using a visual;
– choose your destination (location, time period) and give
reasons for exploring it.
– convince the jury that your project is worth designing and
believing in!
language lab 221
Pour le projet 1, qui prendra la forme d’une production orale,
les élèves doivent travailler par groupes de 3 ou 4. La prépara-
tion peut être effectuée en classe dans un premier temps, une
séance devrait leur permettre de façonner leur machine et de
déterminer leurs arguments. Les inviter à utiliser tout le champ
lexical étudié ainsi que les notions scientifiques et littéraires
abordées. Il serait utile tout au long de la séquence d’insister
sur la prononciation des mots nouveaux (par exemple : worm
hole, machine, breakthrough…) et de refaire un point avant la
préparation en proposant une répétition en chorale des princi-
paux mots de chaque encadré Help!. Les exercices de gram-
maire et de vocabulaire sont à effectuer avant le projet, en fin
d’unité ou en alternance avec les documents.
Dans ce projet, la créativité et la capacité de convaincre seront
bonifiés.

YOUR PROJECT #2
Write a sequel or a prequel!
Choose a text (R. Bradbury’s p. 218 or S. King’s).
Write a sequel or a prequel to the extract.
Pour ce projet en production écrite, on invitera les élèves à
utiliser le vocabulaire de l’unité ainsi que les temps du passé.
Il conviendra d’effectuer les exercices de vocabulaire et de
grammaire au préalable. On les encouragera à être imaginatifs,
créatifs et originaux !
Si les élèves choisissent d’écrire une suite (a sequel), il est pos-
sible de travailler sur l’un ou l’autre des deux extraits ; il convien-
dra bien sûr d’imaginer si Eckels va suivre les recommandations
de Travis et les conséquences sur son époque / les conséquences
du voyage dans le temps de Jake. Pour aller plus loin, on pourra
proposer aux élèves de lire la suite de la nouvelle afin de com-
parer, et pour comparer avec le roman, se procurer un autre
extrait (ou bien éventuellement un extrait de la série télévisée).
Si les élèves souhaitent imaginer ce qu’il s’est passé avant (a
prequel), l’extrait de 11/22/63 s’y prête mieux (car l’extrait de
Ray Bradbury est le début de la nouvelle) : vous pouvez, par
exemple, faire imaginer le premier voyage dans le temps de
Jake ou bien celui de Al, qui va l’amener à prendre la décision
de changer le passé.
Exercice 1
A. It’s never going to be accepted by the general public.
B. It’s not going to be easy for him to accept what happened.
C. This technology is going to be available by the next decade.
D. Life is never going to be the same again.
Exercice 2
A. Scientists should hurry up to find a way to time travel because
we’re running out of time, time flies!
B. Physicists’ beliefs and expectations always change as time
goes by.
C. We should respect the laws of physics and go slowly in our
experiments, as the saying goes: all in good time!
D. Einstein was certainly ahead of his time when he discovered
the theory of relativity.
E. If we could time travel to the future, going back to Earth
would be a race against time!

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 F. When he travelled to the past, Eckels probably expected to Autres ressources numériques pour les élèves
have the time of his life. (QR code/site compagnon)
G. Will time travel be possible one day? Let’s wait and see: time
will tell! Audio Words: Sonorisation des principaux termes de l’unité :

Exercice 3
A. Americans made a time machine so that they could change
the course of history.
B. They were ready to do everything to/so that they could
travel to the past in order to save humanity.
C. Mr. Travis gave money to the company Time Safari Inc.
in order that he went/in order to go hunting dinosaurs.
D. He decided to risk everything so as to save the president
in order that he did not get killed.

Exercice 4
A. If you used this time machine, you would be surprised. Unit’s Vocabulary: fiche de lexique.
B. If they believed his stories, there would be chaos. Cette fiche existe sur le site en PDF et en Word, si vous souhaitez
la personnaliser.
C. If the past could be changed, our perception of the future
would change.
D. If the President were / was assassinated, the population
would revolt.
E. If Stephen King wrote another book, I would buy it.

Exercice 5
A. Men could time travel one day if they created a machine as
fast as the speed of light.
B. A wormhole could allow scientists to time travel through a
tunnel that would link past to present.
C. If I were a time traveller, I would undoubtedly go to the past
to change history.

Exercice 6 → Interactive Test

Picture
challenge 221

Le but de ce Picture challenge est de rebrasser le champ lexical

étudié tout au long de cette unité 20. Les mots et expressions
qui figurent dans la rubrique Spice up your vocabulary!
(voir ci-dessus) pourront servir de base aux phrases demandées.
Enfin, les mots et expressions des encadrés Help! pourront
également être utilisés.

Production possible :
– Doctor Who and his team have just arrived in a different
period of time.
– Their time machine is a blue police box*, just like the ones
you used to find in London.
– They must be investigating a mystery or looking for someone.
– They look both elegant and determined to explore this period
of time.
– As time travellers, they probably know what rules they should
follow.
– They must be aware of the butterfly effect.
– As scientists, they know they have to be extremely careful
not to change history in a negative way.
* A police box is a public telephone booth that was usually used by the
police, or by people in order to contact the police. They were used in
the United Kingdom throughout the 20 th century from the early 1920s.

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